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Showing 2 results for Acquisition
Mohammad Khatib, Mahmood Safari,
Volume 15, Issue 2 (9-2012)
Abstract
Most of the studies in Interlanguage Pragmatics have focused on the performance and acquisition of speech acts by nonnative speakers, considering politeness only as a subsidiary issue. The present study pertains to linguistic politeness and attempts to investigate the effects of different teaching methods on the acquisition of English politeness strategies (PSs). Eight groups of freshman and junior English majors were randomly assigned to three experimental groups (enhanced input, explicit teaching, and role play) and one control group (mere exposure). The participants took a TOEFL test, a pretest, and finally a posttest after a seven-week treatment of a list of PSs. The results indicated that instruction has a significant positive influence on the acquisition of PSs and explicit teaching is significantly the most effective method. Role play and input enhancement were the second and third most effective. Moreover, it was shown that although the level of language proficiency significantly influenced the knowledge of PSs (the ability to recognize appropriate PSs for each social context), it did not affect the acquisition of PSs. The findings imply that the instruction of PSs can be started at intermediate level and explicit teaching alongside role play activities will greatly benefit language learners.
Fateme Pirbeig,
Volume 25, Issue 2 (9-2022)
Abstract
The process of foreign language syntactic development regarding learners’ L1 literacy level is different among adult learners. Many studies have shown that illiterate and low-literate learners follow the same path in the L2 morphosyntax development despite their L1 literacy level. However, little research has been carried out to focus on differences in the new language literacy development among learners with varying first language proficiency. Therefore, the current study was carried out to investigate the differences in learning English adjectival and prepositional phrases among three Kurdish adult groups of literate, low-literate, and illiterate learners in one term. Additionally, it probed the major difficulties they faced through the English phrase acquisition process. Mixed methods were used for data collection including observations of the classes supplemented by audio recording and English phrase tests. Through the application of three tests of recognition, matching, and multiple-choice type, the outcome knowledge of adjectival and prepositional phrases was assessed and compared among groups. The obtained data were analyzed through the Kruskal-Wallis test. Some tangible results were detected from tests that did not ascribe the differences in learning English absolutely to background schooling and literacy. In fact, they showed that there were significant differences among groups in matching and multiple-choice type post-tests, while there were no considerable differences in recognition-type post-test. Furthermore, results also revealed that illiterate and low-literate learners encountered further complicated difficulties and made an unusual combination of pronunciation and grammatical errors in their production.
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